Trabalhos de Conclusão de Curso de Especialização

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Navegando Trabalhos de Conclusão de Curso de Especialização por Tipo de Acesso "CC0 1.0 Universal"

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    Educação profissional inclusiva: uma análise dos documentos institucionais do IFAL sobre inclusão de Pcds
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-02-07) Lima, Késily Izabela da Silva; Pinto, Charridy Max Fontes; http://lattes.cnpq.br/4139562888411167; Moura, Alan César Vanderlei; http://lattes.cnpq.br/4694250536444026; Moura, Alan César Vanderlei; http://lattes.cnpq.br/4694250536444026; Gama, José aparecido da Silva; https://orcid.org/0000-0002-9082-6564; http://lattes.cnpq.br/7413041757828843; Correia, Aurineide Profírio Barros; http://lattes.cnpq.br/2373237758198377
    Access to education is a fundamental human right; however, some marginalized groups are denied this access, as is the case with people with disabilities. Inclusive education becomes necessary to promote equity and empowerment for these individuals in society, despite the challenges of effectively implementing policies. This work aims to analyze whether the institutional documents of the Federal Institute of Alagoas (IFAL) promote the inclusion of people with disabilities (PwDs) in accordance with national and international legal guidelines. To achieve this objective, the study: 1) mapped the international and national legal frameworks that ensure the right to education and work for PwDs; 2) analyzed the institutional documents of IFAL to verify the presence and structuring of guidelines on disability, inclusion, and accessibility in vocational education; and 3) verified the conformity and/or dissonance of the institutional guidelines with the legal frameworks. In the legislation, a transformation in the perspective on disability was observed, moving from the individual integration model to the social model of disability. Institutional documents show progress in operationalizing the Individualized Education Plan and teacher support, but fail to maintain medicalizing terminology and focus predominantly on physical barriers. A review of institutional policies is recommended so that inclusion can be effectively implemented in practice.
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    Turismo pedagógico: uma ferramenta educativa para o desenvolvimento da educação patrimonial no sítio histórico da cidade de Penedo, Alagoas
    (2024) Santos, Ana Caroline Monteiro; Machado, Bruna Maria Ferrari; Machado, Bruna Maria Ferrari; Lima, Renata Mayara Moreira de; Silva, Aline Gomes Lamenha e
    The city of Penedo has historical cultural heritage of significant relevance to the State of Alagoas and the country, represented by its various mansions and historical monuments preserved and open to visitors. This scenario promotes tourist activity and stands out for being a protagonist, bringing the population, visitors and historians together to get to know the place and create connections with the existing history. Therefore, pedagogical tourism emerges as the main tool for heritage education, a relevant and essential teaching instrument to disseminate the city's historical cultural identity. Therefore, the objective of this research is to create a heritage education booklet as a teaching tool to promote heritage education combined with educational tourism, highlighting the historical identity of the cultural heritage of the city of Penedo and its relevance in the historical context of Brazil. To this end, bibliographical, documentary and exploratory research was carried out, focusing on identifying Penedo's historical cultural tourism, its relevant characteristics and connection with the history of the place. As a result, the booklet is an educational product aimed at the Penedense population and tourists who wish to delve deeper into the historical cultural identity of this city.